O MOBRAL sob o olhar de uma geógrafa

Abstract

This work was dedicated to understanding MOBRAL, from 1967 to 1985, belonging to the educational policy of the military regime established in 1964, particularly after the enactment of Law No. 5.692/71 and Opinion No. 853/71 and, in special, the didactic material “Social Integration”. Therefore, a bibliographic research of theses and dissertations was carried out, called “state of knowledge” and a survey of the bibliography on the subject, which demonstrated the absence of works in this perspective. It is noteworthy that, among the theorists consulted, the political theory elaborated by the Italian Marxist thinker Antonio Gramsci was privileged, whose categories of hegemony, ideology, worldview, politics, dominant classes, subaltern classes, hegemonic apparatus, ideological structure, order current, intellectual and others, are consistent with the objectives of this research. The analyzed source consisted of the didactic material of the Social Integration subject of the Integrated Education Program - PEI, from the 1st phase of the 1st degree supplementary education (2nd to 4th grades). The analysis of "Social Integration" revealed that geographical contents were approached in a light, superficial and fragmented way, in line with the descriptive and mnemonic Traditional Geography, contrary to the Critical Geography renewal movement that already permeated the debates between researchers and professors. area. In this sense, the material “Social Integration” shows a static and unchanging reality, when, in fact, space is in constant movement and transformation. The use of education, school and the subject Social Integration was evidenced as instruments of domination and exaltation of the motherland, hiding the true reality experienced by young and adult students and the majority of the poor population of the country, that is, a high concentration of income in the hands of a small elite, leaving social inequality. MOBRAL, also through Social Integration, aimed to manufacture passive youth and adults adjusted to the regime, contrary to what popular education movements and Critical Geography itself proclaimed. Furthermore, it was necessary to train cheap labor to perform the functions demanded by the economic model adopted by the military regime. Thus, stigmatizing the illiterate and using them to legitimize the regime and perpetuate the current order, while quality schools continued to have restricted access to national elites. Finally, there is a need for further research on the teaching materials used in MOBRAL, since there are many gaps to be filled.